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Minding the Body : What Student Athletes Know about Learning by Julie Cheville and Bonnie S. Sunstein (2001, Trade Paperback)

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About this product

Product Identifiers

PublisherHeinemann

ISBN-100867094990

ISBN-139780867094992

eBay Product ID (ePID)1708225

Product Key Features

Educational LevelHigh School, Elementary School

Number of Pages176 Pages

Publication NameMinding the Body : What Student Athletes Know about Learning

LanguageEnglish

SubjectGeneral, Financial Aid

Publication Year2001

TypeStudy Guide

Subject AreaEducation, Study Aids

AuthorJulie Cheville, Bonnie S. Sunstein

FormatTrade Paperback

Dimensions

Item Height0.4 in

Item Weight9 Oz

Item Length9 in

Item Width6 in

Additional Product Features

Intended AudienceElementary/High School

LCCN2001-035780

Dewey Edition21

Grade FromCollege Freshman

Dewey Decimal378.1/9828/796

Grade ToCollege Senior

Table Of ContentContents: 1. The Transformation of Space into Place 2. The Pursuit of Systemic Balance 3. The Efficacy of Emotion 4. Academic Integrity: The Need for "Live Encounters" 5. Minding the Body Afterword: Reflexive Ethnography and the Undoing of a Scholarly Warrior

SynopsisMinding the Body describes how sites of learning within a single institution can require distinct, sometimes conflicting, ways of knowing. Over a two-year period, Julie Cheville observed key episodes in the athletic and academic learning of members of a single intercollegiate basketball team. Their testimony highlights the influential partnership of mind and body. On the court, the student athletes depended upon ritualized bodily activity to enter into relational knowing. Coaches and players perceived the human body as central to understanding. In the classroom, where learning was often characterized by the transmission of information, cognition was detached from concrete activity and interaction. Dispelling the myth that language is the sole determiner of thought, Cheville explores the implications of academic settings that ignore or devalue the conceptual significance of the body. Drawing upon her former experiences as writing instructor, academic tutor, and basketball coach, Cheville notes the effect of fragmented institutional sites. She indicates how an overarching ideological divide between thought (academic) and body (athletic) aggravated the conceptual orientations student athletes maintained. Among a host of recommendations, Cheville suggests the need for writing instruction in classrooms and academic support programs that minds the body by assisting students to draw upon their situated experiences of being and knowing for the purposes of critical inquiry., Dispelling the myth that language is the sole determiner of thought, Cheville explores the implications of academic settings that ignore or devalue the conceptual significance of the body.

LC Classification NumberLC2580.6.C44 2001